{"id":22648,"date":"2024-12-03T07:08:46","date_gmt":"2024-12-03T06:08:46","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=22648"},"modified":"2024-12-04T09:46:03","modified_gmt":"2024-12-04T08:46:03","slug":"pedagogia-o-didactica","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/pedagogia-o-didactica\/","title":{"rendered":"Pedagogia o did\u00e0ctica?"},"content":{"rendered":"<h1>Pedagogia o did\u00e0ctica?<\/h1>\n<figure id=\"attachment_22660\" aria-describedby=\"caption-attachment-22660\" style=\"width: 900px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\"size-full wp-image-22660\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/12\/robot-6405858_1280.jpg\" alt=\"\" width=\"900\" height=\"599\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/12\/robot-6405858_1280.jpg 900w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/12\/robot-6405858_1280-300x200.jpg 300w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/12\/robot-6405858_1280-768x511.jpg 768w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/12\/robot-6405858_1280-496x330.jpg 496w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/12\/robot-6405858_1280-270x180.jpg 270w\" sizes=\"(max-width: 900px) 100vw, 900px\" \/><figcaption id=\"caption-attachment-22660\" class=\"wp-caption-text\">Tumisu. \/Pixabay<\/figcaption><\/figure>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><img decoding=\"async\" class=\"alignleft wp-image-16875\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Josep-Oton_150-149x150-1.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Josep Oton<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Quan un docent de l&#8217;especialitat d\u2019<strong>Educaci\u00f3 F\u00edsica<\/strong> arriba a un centre, pregunta per les instal\u00b7lacions esportives. Necessita saber si disposa d&#8217;un gimn\u00e0s convenientment equipat, d&#8217;una pista poliesportiva o d&#8217;algun espai on l\u2019alumnat pugui c\u00f3rrer, fer exercici i practicar algun esport. No serveix qualsevol sala ni qualsevol pati. Calen unes condicions m\u00ednimes. I, tamb\u00e9, una s\u00e8rie de recursos materials propis d&#8217;aquesta especialitat, com, per exemple, les pilotes. Li faran falta pilotes de futbol, b\u00e0squet o voleibol. \u00a0En les seves classes no poden faltar aquests objectes esf\u00e8rics, sense els quals no pot impartir la seva mat\u00e8ria.<\/p>\n<p>Ara b\u00e9, aquestes pilotes tan \u00fatils en la classe d\u2019Educaci\u00f3 F\u00edsica poden fer nosa i distreure l\u2019alumnat en la classe d\u2019Hist\u00f2ria. Menys en casos excepcionals i dif\u00edcils de justificar, <strong>les pilotes no pinten res dins l\u2019aula de Ci\u00e8ncies Socials<\/strong>.<\/p>\n<p>Cada mat\u00e8ria precisa d&#8217;unes aules espec\u00edfiques. No s\u00f3n iguals els laboratoris de F\u00edsica que els de Qu\u00edmica, Biologia o Geologia ni molt menys el taller de Tecnologia. M\u00fasica requereix una sala amb instruments i equips de so. A Visual i Pl\u00e0stica s\u00f3n necess\u00e0ries unes taules d&#8217;una grand\u00e0ria superior a les utilitzades en altres assignatures.<\/p>\n<p>Per a impartir una determinada <strong>especialitat docent<\/strong> cal disposar d&#8217;uns espais adequats i d&#8217;uns instruments de treball particulars. Algunes mat\u00e8ries poden compartir sales, les aules ordin\u00e0ries, per\u00f2 obliguen el professorat a carretejar d&#8217;aqu\u00ed cap all\u00e0 llibres o altres utensilis propis de la seva disciplina. Per a ensenyar en condicions el curr\u00edculum d&#8217;una assignatura \u00e9s imprescindible una dotaci\u00f3 espec\u00edfica, uns espais i uns instruments d\u2019acord amb els continguts i les compet\u00e8ncies.<\/p>\n<p>El que succeeix amb les aules i els recursos materials \u00e9s equiparable al que passa amb les <strong>metodologies<\/strong>. Cada especialitat utilitza unes t\u00e8cniques d&#8217;ensenyament-aprenentatge espec\u00edfiques. Aix\u00ed, per exemple, aplicar l&#8217;aprenentatge basat en projectes resulta \u00f2ptim en les classes de Tecnologia; rec\u00f3rrer a la interdisciplinarietat dels \u00e0mbits pot ser apropiat en algunes assignatures afins impartides en els primers nivells educatius; la perspectiva competencial \u00e9s molt \u00fatil en l&#8217;ensenyament d&#8217;idiomes; les situacions d\u2019aprenentatge s\u00f3n f\u00e0cils d\u2019aplicar en les classes de Geografia. Tanmateix, no podem oblidar que cada mat\u00e8ria funciona amb les seves pr\u00f2pies metodologies i \u00e9s una aberraci\u00f3 imposar de manera sistem\u00e0tica t\u00e8cniques procedents d&#8217;altres disciplines, o pitjor encara, del m\u00f3n empresarial.<\/p>\n<p>Igual que una pilota pot ser un factor distorsionador en la classe d&#8217;Hist\u00f2ria, tamb\u00e9 ho pot ser una metodologia inapropiada. El m\u00e8tode cient\u00edfic o l&#8217;hermen\u00e8utic han de ser ensenyats per professionals que hagin demostrat el domini dels coneixements propis d\u2019un saber acad\u00e8mic i, alhora, la capacitat per transmetre&#8217;ls. No es tracta d&#8217;aplicar receptes encisadores. No existeixen algoritmes educatius infal\u00b7libles. La interpretaci\u00f3 d&#8217;un text hist\u00f2ric t\u00e9 les seves particularitats i no es pot homogene\u00eftzar amb el comentari d\u2019una poesia o amb la lectura comprensiva de l\u2019enunciat d\u2019un problema. A cada especialitat li corresponen unes peculiaritats metodol\u00f2giques que es desenvolupen a trav\u00e9s de la did\u00e0ctica espec\u00edfica de la mat\u00e8ria.<\/p>\n<p>No \u00e9s el mateix ensenyar Matem\u00e0tiques que Llat\u00ed; impartir Educaci\u00f3 F\u00edsica \u00e9s diferent que fer classes de solfeig; realitzar un projecte en Tecnologia no requereix les mateixes pautes que una an\u00e0lisi sint\u00e0ctica.<\/p>\n<p>Per descomptat, trobar\u00edem punts de contacte en la did\u00e0ctica de les diferents disciplines, fins i tot \u00e0mbits d&#8217;intersecci\u00f3 i d\u2019interrelaci\u00f3, per\u00f2 cada especialitat aporta, no tan sols uns continguts particulars, sin\u00f3, tamb\u00e9, unes metodologies espec\u00edfiques.<\/p>\n<p>En l\u2019atenci\u00f3 a l&#8217;alumnat en el marc d&#8217;un sistema educatiu inclusiu tamb\u00e9 es palesen les peculiaritats de cada especialitat. Resulta evident que la diversitat ha de ser tractada de manera diferent a la classe d&#8217;Educaci\u00f3 F\u00edsica, que no pas a M\u00fasica, Matem\u00e0tiques o Llengua. Les dificultats per a l\u2019aprenentatge de cada especialitat poden ser molt divergents, i la intervenci\u00f3 educativa, tamb\u00e9.<\/p>\n<p>Penso que sovint <strong>hem conf\u00f3s la pedagogia amb la did\u00e0ctica<\/strong>. La primera estudia els principis, finalitats i fonaments de l&#8217;educaci\u00f3, mentre que la segona s&#8217;encarrega dels m\u00e8todes, t\u00e8cniques i estrat\u00e8gies d&#8217;ensenyament. La pedagogia analitza l&#8217;educaci\u00f3 en sentit ampli. En canvi, la did\u00e0ctica se centra en el proc\u00e9s d&#8217;ensenyament-aprenentatge d&#8217;uns continguts espec\u00edfics. Una \u00e9s una saber m\u00e9s te\u00f2ric; l\u2019altra, \u00e9s un saber pr\u00e0ctic, competencial.<\/p>\n<p>No s\u2019han de menystenir les aportacions de la pedagogia, per\u00f2 els docents han d\u2019estar formats en la did\u00e0ctica espec\u00edfica de la seva mat\u00e8ria. Intentar generar una mena d&#8217;esperanto globalitzador, posant tots els coneixements en el mateix sac sense adonar-nos de les particularitats de cada aprenentatge seria com renunciar a les aules espec\u00edfiques de cada assignatura i creure que es pot ensenyar Educaci\u00f3 F\u00edsica en el taller de Tecnologia i fer experiments de Qu\u00edmica en la biblioteca.<\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Cada mat\u00e8ria precisa d&#8217;unes aules espec\u00edfiques. No s\u00f3n iguals els laboratoris de F\u00edsica que els de Qu\u00edmica, Biologia o Geologia ni molt menys el taller de Tecnologia. M\u00fasica requereix una sala amb instruments i equips de so. A Visual i Pl\u00e0stica s\u00f3n necess\u00e0ries unes taules d&#8217;una grand\u00e0ria superior a les utilitzades en altres assignatures.<\/p>\n","protected":false},"author":4,"featured_media":22660,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[240],"tags":[2222,1597,301],"class_list":["post-22648","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-didactica-ca","tag-especialitat","tag-pedagogia-ca"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Pedagogia o did\u00e0ctica? - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Cada mat\u00e8ria precisa d&#039;unes aules espec\u00edfiques. 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